Towards solution-focused graduate supervision: Developing a research-based live simulation for graduate supervisors

ABSTRACT

Effective supervision is vital for graduate students growing into their respected professions. Although a Solution-Focused (SF) approach can help research supervisors develop optimal capacities to support students, few training opportunities exist to date. This article describes the collaborative process of developing a live actor simulation (LAS) for supervisors to practice the SF approach at a university in Ontario, Canada. Themes generated from needs assessment surveys and interviews with 81 graduate students/alumni and 33 supervisors informed the development of three graduate student characters. Seven graduate supervisors then participated in six collaborative learning sessions to learn SF techniques and practice with simulation actors playing the student characters. Participant feedback indicated that the LAS appeared authentically emulating real-life situations they experience in graduate supervision. SF techniques were considered valuable in navigating common challenges pertinent to the supervisor-student relationship. Participants also highly valued the reflective opportunity to share concerns around their experiences with peers.

KEYWORDS:

• Graduate supervision
• solution-focused approach
• live actor simulation
• professional development

Acknowledgments

Our sincere thanks go to the study participants who shared their time and valuable insights. We thank Katherine Turner, the simulation developer and trainer at Toronto Metropolitan University’s Live Actor Simulation program, for co-creating the graduate student characters with us. This research was funded by Toronto Metropolitan University Centre for Excellence in Learning and Teaching (CELT) Learning and Teaching Grant (2020-2021, PI: Yukari Seko).

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. We appreciate an anonymous reviewer for pointing out that postsecondary institutions in countries such as the U.K. take a team and cohort approach to graduate supervision in humanities and arts disciplines.

Additional information

Funding

The work was supported by the Centre for Learning and Teaching, Toronto Metropolitan University.

Notes on contributors

Yukari Seko

Yukari Seko is an Assistant Professor in the School of Professional Communication at Toronto Metropolitan University. Her research explores the role of communication in creating an inclusive learning space where diversity can thrive. ORCiD: https://orcid.org/0000-0003-3380-5190

Asmaa Malik

Asmaa Malik is an Associate Professor in the School of Journalism at Toronto Metropolitan University. Her research and teaching interests focus on journalism innovation, equity in news, and collaborative approaches to graduate supervision.

Parky Lau

Parky Lau is a Ph.D. Candidate in the clinical psychology program at Toronto Metropolitan University. His primary research interests include evaluating predictors and treatment outcomes after cognitive behavioural therapy for insomnia. ORCiD: https://orcid.org/0000-0001-6853-463X

Danielle Neri

Danielle Neri holds a master’s degree in journalism from Toronto Metropolitan University. She is a broadcast producer for CTV News.

Alesya Courtnage

Alesya Courtnage a Registered Psychotherapist and Certified Canadian Counsellor with a passion for increasing hope through therapy. She is currently completing a Ph.D. degree in Social Work at Wilfrid Laurier University.